ERIC Number: EJ1054377
Record Type: Journal
Publication Date: 2014
Abstractor: As Provided
Reference Count: N/A
Smart Girls, Black Girls, Mean Girls, and Bullies: At the Intersection of Identities and the Mediating Role of Young Girls' Social Network in Mathematical Communities of Practice
Gholson, Maisie; Martin, Danny B.
Journal of Education, v194 n1 p19-33 2014
By taking an intersectional and emic view to studying a group of African American girls in a third-grade class, we attempted to capture the complexity of mathematics learning for these girls. Traditionally, children's social networks in school are framed as external to mathematics content learning. Our preliminary analyses of student interviews and classroom interactions revealed that social networks were instrumental in shaping learning opportunities and the development of academic, mathematical, and racial identities of girls in this class. Informed by our findings, we present our view of studying African American girls in learning contexts.
Descriptors: African Americans, Females, Grade 3, Elementary School Students, Mathematics Instruction, Social Networks, Interviews, Interaction, Racial Identification, Identification (Psychology), Educational Environment
Boston University School of Education. Two Silver Way, Boston, MA 02215. Tel: 617-353-3230; e-mail: firstname.lastname@example.org; Web site: http://www.bu.edu/journalofeducation
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 3; Primary Education; Elementary Education; Early Childhood Education
Authoring Institution: N/A